New Faculty/Early Career Teaching Certificate

Overview

The New Faculty / Early Career Teaching Certificate program provides a learning community and support structure within which faculty can become better teachers. Those within their first four years of full-time teaching in higher education are encouraged to apply to be a participant in this certificate program. Activities, topics, and interactions have been developed and customized to meet the pedagogical needs of those early in their career. Participants will develop relationships with other VT faculty members from a wide variety of disciplines throughout the university.

Description

The Virginia Tech New Faculty / Early Career Teaching Certificate program is designed to increase faculty members' instructional effectiveness, instructional efficiency, and learner-centered pedagogy. This two-semester certificate program is based on an "active learning/proactive teaching" approach to higher education instruction. Participants will develop the knowledge and skills necessary to design and implement effective learner-centered instruction – purposefully. Participants are welcome from all departments and colleges. Ultimately, this certificate is designed to be immediately useful and to provide faculty with the tools necessary to teach well.

The first semester of the program (fall) emphasizes practical, theoretical, and empirical knowledge of scholarly teaching and learning, as well as the growth of curricular, strategic, and instructional skills through engagement in authentic instructional activities (e.g., micro-teaching, peer observation, communities of practice). This knowledge and skill development concentrates on three areas: (a) student learning, motivation, self-regulation, and agency; (b) instructional design, strategies, assessment, and evaluation; and (c) course design, development, implementation, and evaluation. Participants will work to create/re-design a course they will teach in the spring semester.

During the second semester of the program (spring) faculty apply learner-centered teaching and learning fundamentals within their created/re-designed courses. Additionally, each faculty member will engage in significant reflection and self-assessment to develop skills in modifying teaching; faculty within each cohort will observe each other's teaching and provide constructive feedback. Self-assessment, peer-observation, and constructive feedback are significant aspects of this portion of the program so that purposeful teaching, meaningful reflection, and the subsequent analysis of instructional effectiveness, accurately represents the culture of continuous improvement that is crucial for scholarly teaching and learning.

Application Submission: All applications must be submitted online.

Program Goals

The New Faculty / Early Career Teaching Certificate program is designed to provide Virginia Tech faculty members with the opportunity to develop their pedagogical knowledge and skills.

Faculty will purposefully and proactively:

• design effective learner-centered instruction that emphasizes core curricular ideas and focuses on student learning. (PLANNING)
• apply fundamental learning principles toward the creation of learner-centered instructional environments. (LEARNING)
• integrate assessment into instruction, viewing assessment as both a component of student learning and a component of what students have learned. (ASSESSMENT)
• respect the institutional and cultural contexts within which college teaching occurs. (CONTEXT)
• implement instruction that is focused on and fosters student learning. (TEACHING)

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Participation Benefits

Participants in the New Faculty / Early Career Teaching Certificate program can expect several benefits, including:

• Development of integrated knowledge related to teaching, learning, motivation, assessment, instructional strategies, instructional technologies, instructional design, and classroom management.
• Development of teaching skills, including using instructional strategies (e.g., discussion, group work, lecturing, problem-based learning, case-based learning, writing), teaching large and small classes, and applying classroom management.
• Development of instructional design skills, including conducting a needs assessment, and engaging in course design, lesson design, and assignment design.
• Development of assessment strategies, including formative and summative assessments, and authentic and traditional assessments.
• Development of skills in reaching all students, including universal design and inclusive pedagogy.
• Development of confidence in creating and implementing effective instruction.

In addition, participants will receive a certificate of successful completion, indicating their growth in knowledge and skills related to learner-centered pedagogy.

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Participation Requirements

Participants in the New Faculty / Early Career Teaching Certificate program must meet each of the following requirements:

• Participants must be full-time faculty, and may be from any department, unit, or college.
• Participants must be in their first four years of teaching, at any institution.
• Participants must be teaching fall and spring during the program participation.
• Participants can miss no more than one program session and must engage in required class observations.
• Participants must be interested in refining their teaching, reflecting on teaching and learning processes, and actively supporting other teachers at Virginia Tech.

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Participation Costs

There is no cost for faculty to participate in the New Faculty / Early Career Teaching Certificate program

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Application Procedure

Applicants for the New Faculty / Early Career Teaching Certificate program must complete the online application process, which includes the following:

1. Applicant's name, department, phone, email
2. Department head/chair’s name, department, phone, email
3. A description of your (a) teaching experience, (b) teaching approach, and (c) personal goals.
   
   1. Half-page, single spaced (max) description of your teaching experience (e.g., courses taught) and teacher training experience (e.g., workshops, courses, Preparing Future Faculty participation).
   2. Half-page, single spaced (max) description of your teaching approach (e.g., if someone came to watch you teach, what would they see?)
   3. Half-page, single spaced (max) explanation of your personal goals for participating in the New Faculty/Early Career Teaching Certificate program.
4. Current CV.

Please note: Each cohort is limited to 15 faculty members. Participants will be notified of acceptance into the certificate program within one week of the application due date.

Application Due Date:	September 1, 2012
Participants Notified:	September 8, 2012

Application Submission: All applications must be submitted online.

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Certificate Agenda

The New Faculty / Early Career Teaching Certificate program will consist of two cohorts of 15 faculty each, a Tuesday Cohort and a Wednesday Cohort. In addition, each cohort will engage in peer teaching observations, peer teaching evaluations, and micro-teaching practice.

Fall Agenda**

Tuesday Cohort 10 am - 12 pm	Wednesday Cohort 2 pm - 4 pm	Topic
September 11	September 12	Program Introduction    » Welcome & Introduction    » Discussion of the program and certificate    » Discussion of responsibilities and requirements
September 25	September 26	Teaching and Instructional Design    » Role of instructional design in effective teaching    » Pre-instructional assessment    » Course design, lesson design, assignment design
October 9	October 10	Teaching and Learning    » Relationship between teaching, learning, and design    » Essential principles of learning    » Fostering critical thinking and deep comprehension
October 23	October 24	Teaching and Instructional Strategies    » Learning principles, strategy development, and design    » Instructional strategies for fostering learning    » Teaching students to think strategically
November 27	November 28	Teaching and Assessment    » Assessment, strategies, learning, and design    » Assessment as a teaching/learning strategy    » Formative and summative assessments
December 11	December 12	Course Presentation    » Discussion of the cohort’s spring courses    » Short presentations on the development of the courses    » Reception and special guests

** The fall agenda will also include peer observations.

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Spring Agenda**

Tuesday Cohort 10 am - 12 pm	Wednesday Cohort 2 pm - 4 pm	Topic
January 29	January 30	Course Design Discussion    » Discussion of the first day of class    » Discussion of course, lesson, and assignment design    » Discussion of issues, concerns, and solutions
February 19	February 20	Peer Assessment and Evaluation    » Discussion of common peer observation findings    » Discussion of peer obs in professional development    » Discussion of issues, concerns, and solutions
March 19	March 20	Conversations with Masterclass Teachers    » Discussions of advanced teaching techniques    » Discussions of career development    » Discussion of issues, concerns, and solutions
April 23	April 24	Instructional Issues and Concerns    » Discussion of persistent issues and concerns    » Discussion of continuous improvement resources    » Discussion of issues, concerns, and solutions
May 8 Wednesday	May 8 Wednesday	Program Graduation, 5-7 pm, The Inn

** The spring agenda will also include peer observations.

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Program Questions

Questions regarding the New Faculty/Early Career Teaching Certificate program should be directed to:
Peter Doolittle, Director
Center for Instructional Development and Educational Research
pdoo@vt.edu, 1-3954

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111 Hillcrest Hall (0453), Blacksburg, VA 24061
(540) 231-5212  |  cider@vt.edu